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AN INTRODUCTION TO GENRE-BASED APPROACH

Submitted to Fulfill an Assignment of Theories of Language Teaching and learning Course Lectured by Dr. Rudi Hartono, SS., M.Pd

By: YUSUF HIDAYAT (2003512120)

POSTGRADUATE PROGRAM ENGLISH EDUCATION DEPARTMENT UNIVERSITY STATE OF SEMARANG 2012

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1. INTRODUCTION Genre-based approach (GBA) recently has been adapted by the newest Indonesian curriculum as the so called School-based curriculum or in Indonesias term is well-known as Kurrikulum Tingkat Satuan Pendidikan (KTSP). GBA itself has three scopes that cover English teaching and learning process in the classroom, those are: short functional text, language functions, and text types. Besides that in the implementation, GBA also has two cycles such as written and spoken cycles and four stages such as building knowledge of the field, Modelling of the text, join construction of the text and independent contruction of the text. Through those cycles and stages, English can be taught to the students easier. In relation to GBA itself, this brief article was written to explain the phenomenon occurs related to BGA and its componnents in order the readers at least can get the useful information to enrich their knowledge of GBA. With a limit ability the writer tries to write this brief article about Genre-based approach to fulfill the partial assignment of the theories of language teaching and learning course lectured by Dr. Rudi Hartono, SS., M.Pd. Finally, the writer hopes this brief article can give a litle bit contribution particularly to the writer, and generally to all readers.

2. OBJECTIVES This brief article is expected to give the following contribution:


a. to introduce Genre-based approach;

b. to explain the theory of Genre-based approach;


c. to explain the implementation of Genre-based approach in the classroom.

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3. ANALYSIS OF PAPER 3.1 Brief History of Genre-based approach In the 1980s Genre-Based Approach was developed by Australian theorist, Halliday. And it became popular along with the notion that student could get benefits from studying different types of written texts. In essence, genre theory is a theory of language use. The genre-based writing teaching is actually developed on the basis of child language studies undertaken within the systematic functional model that shows how young children learn language and how, in particular they learn to develop texts. (Halliday, 1975, Paiter, 1986, Oldenberg, 1987) These studies demonstrate that in the course of adult care-takers and children interaction, adults are constantly modeling genres in their discourse with young children. So we must find ways to introduce strategies familiar to students from their experience of learning to talk. Usually in the course of learning, the adults and the children share the same experiences (Gee, 2005).

3.2 Genre-based approach in Indonesia Curriculum Recently, Genre-based approach is used to teach English for specific purpose (ESP) and composition study in many universities in the United States and also in Australia, even though in Indonesia Genre-based approach is adopted by the newest curriculum 2006 as the so called KTSP or School Based Curriculum for both Junior and Senior High School in Indonesia (Djuharie, 2007:9). Based on the curriculum, competence standard of English for junior high school is to communicate orally and written by using appropriated language. In general genre is classified to be two aspects. First, genre is classified as spoken genre and the second genre is classified as written genre (Callaghan and Rothery, 1988:21-22). In addition, Pare as quoted by Belcher (2005:4) states, Genre can be spoken or written. It means that genre as spoken has the reason as language is said to be functional, because its organization quite fundamentally reveals the purposes for which any natural language came into being. Meanwhile genre as

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written has reason as language is to be understood as text, any meaningful passage of language that serves some social purpose. Text is related to the context, therefore the theory aforementioned says that text is only known by the context itself and realizes it. The nature of the text produces at any time depends upon context of situation, to use term, and people exercise to produce different texts are said to be differences with respect to register, choices involving field of activity, tenor of activity, and mode of activity. 3.3 Defining Genre-based approach Many experts try to introduce and present their concept about genre. According to Christie (2005:233) argues, Genre is a technical tem for a particular instance of a text type. In addition, Hyland (2007:4) defines, Genre is a term for grouping texts together, representing how writers typically use language to respond to recurring situations. In line with the definitions above, Nunan (1999:308) also stated,:
Genre is a purposeful, socially constructed oral or written communicative event, such as narrative, a casual conversation, a poem, a recipe, or a description. Different genres are characterized by a particular structure or stages, and grammatical forms that reflect the communicative purpose of the genre in question.

Furthermore, Knapp and Watkins (2009:21) argue,:


Genre is an organizing concept for our culture practices, any field of genres constitutes a network of contrasts according to a variety of parameters, genre is a place occasion, function, behaviour, and interactional structure; it is very rarely useful to think of it is a kind of text, genre is culture competence involves knowing the appropriateness principle for any genre, knowing the kind of margin you have with it, being able to vary it, knowing how to shift from one to another and how many factors would be involve in any such shift.

In relation to several definitions above, Derewianka (1990) gives a simple definition that genre can be defined as, The schematic structure of a text which helps it to achieve its purpose.

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Dealing with several definitions above, the writer can infer that genre is a term for an organized concept and technique which has purposeful and meaningful constructed activities, and it also has grammatical forms, stages and aimed orientation to create a particular text types both in oral and written according to the situations. 3.4 Scope of Genre-based approach Scope of Genre-based approach covers three main points such as: short functional text, language function, and text types. a. Short Functional Texts Short functional texts refer to short texts whose communicative meaning. Short functional texts themselves cover: short message, greeting card, notice, caution, and warning, announcement, invitation card, label, and advertisement. b. Short message Short message is a message written in a short text functions to send an important message to other people, friend or family. It must be written in clear address (someone who receives the message), straight forward, and if it is an instruction state it clearly. c. Greeting card A greeting card is an illustrated, folded card featuring an expression of friendship or other sentiment. Although greeting cards are usually given on special occasions such as birthdays, Christmas or other holidays, they are also sent to convey thanks or express other feeling. Greeting cards, usually packaged with an envelope, come in a variety of styles. There are both mass-produced as well as handmade versions that are distributed by hundreds of companies large and small.

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While typically inexpensive, more elaborate cards with die-cuts or glued-on decorations may be more expensive. d. Notice, Caution and Warning Notice/caution is a kind of short functional text functions a clue or clues for someone to do or not to do something. It can be a phrase, or clause, or a picture, or sign. Warning is kind of short functional text to warn someone not to do something because of danger. It emphasizes more than notice. Caution is a warn readers about possible damage to equipment or data or about potential problems in the outcome of what they are doing. Danger is a warn readers about the possibility of serious or fatal injury to themselves or others. e. Announcement Announcement is a public statement containing information about an event that has happened or is going to happen. f. Invitation card The invitation card is a written paper or electronic image that is sent to people for different occasions. The message informs a receiver about an event to which he is invited. Invitation cards can be customized (different sizes, colors, themes, materials, fonts and folding designs) and made out of multiple materials (paper, tissue, textile, plastic). g. Label A label is a piece of paper, polymer, cloth, metal, or other material affixed to a container or article, on which is printed a legend, information concerning the

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product, addresses, etc. A label may also be printed directly on the container or article. Label has many uses: product identification, name tags, advertising, warnings, and other communication. Special types of labels called digital labels (printed through a digital printing) can also have special constructions such as RFID tags, security printing, and sandwich process labels. h. Advertisement Advertisement is a public statement containing information about offering a particular product or a program that will be sold in a particular time. An advertisement can be found both in written and visual mass media, and it is also stated in spoken and written form. (Quoted and modified from http://thefunctionaltext.blogspot.com/).

4.2 Language Functions Language functions refer to the purposes in which we use language to communicate. We use language for a variety of formal and informal purposes, and specific grammatical structures and vocabulary are often used with each language function. The Goal of Language Functions is to provide students with the tools to be effective communicators in the TL. Often when students are assigned projects and assignments (like the weather report in Annas case study) their lack of practical tools to produce the actual language becomes evident. In these cases, students might very well have the necessary resources to accomplish the task, but teachers

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might need to consider a communicative approach to teaching the language, focusing on the functions of language, to properly equip students to complete assigned tasks. In this section we will explore functions of language and how they can be taught in the SL classroom. Language functions cover: suggestions, expressing opinion, giving reason for opinion, explaining, offering, requesting, expressing plans, intentions, and hopes for the future, clarifying (Quoted from http://ielts-yasi.englishlab.net/LANGUAGE_FUNCTION_EXAMPLES_P2.htm).

4.3 Text Types Text types refer to the various texts adopted by Genre-based approach. The text types themselves cover descriptive, procedure, recount, narrative, report, explanation, analytical exposition, hortatory, exposition, discussion, review, spoof, and news item. Regarding to the text itself, every text has social function, generic structure, and lexico-grammatical features (Anderson & Anderson, 1997).

3.5 The Application of Genre-based approach in the Classroom The application of Genre-based approach in the classroom covers several stages according to the genre experts. Callaghan and Rothery (1988:39-47) suggested that there are three main stages in the curriculum genre for teachinglearning cycle, those three main stages are as follows: 1. Stage one: Modeling of the Text If the teacher just introduces a genre for the first time in a classroom. In this case, the teacher begins with the modeling stage. Here are some other

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practical ideas according to Callaghan and Rothery that can be carried out in the classroom. First, the teacher introduces a model of the genre to the classroom. Second, the teacher discusses the social function or purpose of the text with the students. Third, the teacher asks the students to suggest local or community issue that they have strong opinions about it and would like to support through that argument. Fourth, the teacher demonstrates to the students how the text achieves its purpose. And also the teacher introduces another copy of the same text with the stages of the genre clearly marked. According to statement above, the writer concludes that in modeling of the text, the teacher should do some steps begins with introduce a model of the text to the students, then discuss the social function or purpose of the text to the students. After that ask the students to suggest local or community issue to support their argument, finally demonstrate the text in front of the students. 2. Stage Two: Joint Construction of the Text The second stage of the cycle is the joint construction of the genre. During this stage teacher and class work together to produce a text, the teacher guides the students into the joint construction with questions that focus on the stages of the genre. Here are some other practical ideas suggested by Callaghan and Rothery that can be carried out in the classroom. The teacher begins with preparing for writing the topic, then pooling the information together in a group, finally assessing the students progress. 3. Stage Three: Independent Construction of the Text

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In this stage, the teacher can do these following steps in the classroom as suggested by Callaghan and Rothery. First, choose a new topic and research the topic as preparation. Second, the student writes a draft. Third, the student consults with the teacher about the draft. Fourth, the teacher assesses the students development in writing the genre. Fifth, editing and publishing provide an optional final step in the teaching cycle. Sixth, the students reach the point where they can undertake writing a genre in a completely independent fashion. Meanwhile, according to Hammond et. al., (1992:17) as cited in Depdiknas Kurikulum 2004 (2004:66) ruled that the programming in the classroom is based on four stages in a Teaching-Learning Cycle, which are aimed at providing support for learners as they move from spoken to written text. They involve the selection and sequencing of classroom task and activities and are related to the starting point of topic or type of text. Each stage is associated with different types of activities. To get more understanding about those activities, please consult on the following diagram:

Diagram: The Four Stages of Teaching Learning Cycle (Hammond et. al., 1992:17)

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The four stages are ruled by Hammond et. al., (1992:17) above can be summarized as follows: 1. Stage One: Building Knowledge of the Field Building Knowledge of the Field can be assumed as the first stage which supplies background knowledge to the learners about the topic will be discussed later on. Its aim is to lead learners cognitive aspects to the discourse or topic the teacher wants to reach. The significance of this stage is based on the held-out belief that learners have already had particular knowledge gained from experience and previous learning, which can be called out when they encounter new information. Therefore, to bring about new information, the teacher should facilitate his students current abilities to understand and learn to go to the further stage. 2. Stage Two: Modeling of the Text In this stage, the teacher shows model of the text to the students in order to be imitated or used as the basis for a related idea, process or system. In this modeling stage, the learners have the rich representative model of the text. The real example in the classroom is in procedure text-spoken cycle, teacher demonstrates the step of how to make of coffee in front of the class by using an instant coffee. Students internalize the step by watching teachers presentation. Another example is by distributing the text of dialogue and read a loud. 3. Stage Three: Joint Construction of the Text

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The aim of Joint Construction of the Text is to work together for the teacher and students to construct the text. The emphasis of this stage is on the teacher providing guidance and support in order to convert and reshape the language from the spoken to the written mode. The teacher and the students can share their ideas, as well as negotiate meaning to construct text together, by all means, discussion, negotiation, and communication are not only the way to promote cooperation. As long as the purpose is achieved, whatever ways deemed to be reliable are suggested. 4. Stage Four: Independent Construction of the Text Having seen that learners are ready to construct the text independently, teacher can move on this stage. When learner is ready at this stage, he must be able to generate the text by himself with assistance neither from the teacher nor from his friends. The function of independent construction of the text stage is twofold. It does not only serve as the time for students to perform independently. The students are able to apply what they have learned previously. Then, the teacher can assess their performance independently to measure to what extent students can grasp the materials. Then, In line with two previous statements, genre-based teachinglearning cycle consists of five stages. This argument is stated by Hyland (2007:128-129), the fifth stages can be inferred as follows: 1. Stage one: Setting the Context. It means revealing genre purposes and the settings in which a genre is commonly used. 2. Stage Two: Modeling. It means analyzing the genre to reveal its stages and

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key features. 3. Stage Three: Joint Construction. It means guided, teacher-supported practice in the genre. 4. Stage Four: Independent Construction. It means independent writing is monitored by the teacher. 5. Stage Five: Comparing. It means that relating to what has been learned to other genres and contexts. Each of these stages seeks to achieve a different purpose and as a result is associated with different types of classroom activities and different teacher-learner roles. Based on the three differences of the stages in teaching-learning cycle above, some genre experts assumed that in the fact, teaching-learning cycle is intended to be used flexibility, allowing students to enter at any stage, and depending on their existing knowledge about genre. However, the teacher and students should decide to work creating the text type in particular stages both in written and spoken genre. In the present study, the writer chose the four stages as teaching-learning cycle of genre such as suggested by Hammond et. al., (1992:17) above, because normally this four stages is common used by the teachers in teaching the students both in Junior and Senior High School in Indonesia. And in the fact, the four stages have been proven more effective to be taught to improve students ability both in spoken and written of genre.

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3.6 Conclusion This brief article figures out a brief explanation related to Genre-based approach and its scopes, cycles, and stages. These scopes, cycles, and stages still confuses particularly for the students of master degree and also some English teachers, therefore, this brief article is expected to give a bit clarification about GBA itself.

4. REFERENCES Anderson, Mark and Kathy Anderson. (2003). Text Types in English. Australia: Macmillan Education Australia PTY. LTD. Belcher, Diane. (2005). Effectiveness of the Genre-Based Approach for Graduate Students. Georgia: Georgia State University. Retrieved on April 19th 2010 from http://everibeiro.com/readingwriting.pdf. Callaghan, Michael and Joan Rothery. (1988). Teaching Factual Writing A Genre Based Approach, Report on the DSP Literacy Project Metropolitan East Region, NSW Department of Education. Sydney: Metropolitan East Disadvantage School Program. Christie, Frances. (2005). Language Education in the Primary Years. Australia: UNSW Press. Depdiknas. (2004). Kurikulum 2004. Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah Menengah Pertama dan Madrasah Tsanawiyah. Jakarta. Derewianka, B. (1990). How Texts Work. Sydney: Primary English Teaching Association. Djuharie, Otong Setiawan. (2007). Genre Dilengkapi 700 Soal Uji Pemahaman. Bandung: CV. Yrama Widya. Gee, S. (2005). Teaching Writing: A Genre-Based Approach. Writing in the English Language Classroom. Ed. Glenn Fulcher. Hemel Hempstead, England: Prentice Hall Europe ELT. 1997. 24-40. Hyland, Ken. (2007). Genre and Second Language Writing. USA: University of Michigan Press.

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Knapp, Peter and Megan Watkins. (2009). Genre, Text, Grammar: Technologies Teaching Assessing Writing. Sydney: University of New South Wales Press Ltd. Nunan, David. (1999). Second Language Teaching & Learning. Boston: Heinle & Heinle Publishers. Short Functional Texts, Retrieved from http://thefunctionaltext.blogspot.com/, (accessed on November 25th 2012). Language Functions: Definition and Goal. Retrieved from: http://ieltsyasi.englishlab.net/LANGUAGE_FUNCTION_EXAMPLES_P2.htm, (Accessed on November 25th 2012).

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